Stuart Redman, teacher trainer and OUP author, introduces his upcoming webinar on 30th September entitled: “Don’t Give Up on Idioms and Phrasal Verbs.”
Teachers often have strong views about teaching (or not teaching) idioms and phrasal verbs. Read through a cross-section of views below. Which statements do you most identify with? Are there any that you strongly disagree with?
‘I tend to steer clear of idioms and phrasal verbs for low-level learners. They have other priorities, and I don’t want to confuse the students too much.’
‘I teach phrasal verbs and idioms as they come up, even to low-level learners; for example, they need to understand items like ‘write it down’ or ‘take it in turns’ as part of the classroom language I use.’
‘I teach quite a few phrasal verbs, but I don’t really teach idioms. They don’t seem to crop up very much in the course books I use.’
‘Generally speaking, the students I teach are learning English for academic purposes, so I don’t teach many idioms and phrasal verbs because they’re too informal. I just stick to teaching more latinate vocabulary, because that’s what they need for reading, essays and that sort of thing.’
‘I’m quite confused about how to organise the teaching of idioms and phrasal verbs. I always go over the grammar of phrasal verbs, but after that, I’m not sure how to go about it in a systematic way.’
‘I often focus on idioms associated with parts of the body, for instance, ‘have a chip on your shoulder’, ‘put your foot in it’; or animal idioms such as ‘let the cat out of the bag’ and ‘the black sheep of the family’. It’s always fun, so that helps students remember it.’
‘When I studied English at school, we used to learn long lists of phrasal verbs organised by the root verb, for example, ‘take in, ‘take out’, take over’, etc. As a student I found this quite confusing and I felt overloaded.’
‘It’s all very well teaching idioms and phrasal verbs, but the big problem is how to practise them. I think students get bored by just doing gap fill exercises, and that’s the kind of thing I come across most often.’
‘I don’t bother much with teaching idioms because a lot of learners tend to use them inappropriately or they just stand out like a sore thumb.’
Look again at the statements. Can you find fourteen idioms and phrasal verbs, not including the examples given in inverted commas, e.g write it down and take it in turns?
During my upcoming webinar we will look at ways of organising and contextualizing idioms and phrasal verbs for teaching purposes. We’ll also be looking at material from the Oxford Word Skills series and the Oxford Learner’s Pocket series.